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# Form 4

8

CURRICULUM SPECIFICATION

ADDITIONAL MATHEMATICS

FORM FOUR

2010

Form 4
9
A1. LEARNING AREA: FUNCTIONS
NO. OF
WEEKS
LEARNING
OBJECTIVES
SUGGESTED
TEACHING AND
LEARNING ACTIVITIES
LEARNING OUTCOMES POINTS TO NOTE MORAL VALUES
/ GENERICS
CCTS VOCABULARY
Students will be
taught to:
Students will be able to:
1. Understand
the concept of
relations.

Use pictures, role-play
and computer software
to introduce the concept
of relations.

1.1 Represent relations using
a) arrow diagrams
b) ordered pairs
c) graphs

1.2 Identify domain, codomain, object,
image and range of a relation.

1.3 Classify a relation shown on a mapped
diagram as: one to one, many to one,
one to many or many to many relation.
Discuss the idea of set and introduce set
notation.

Cooperation
Orderly

Contextual

Rationality

Comparison and
distinguish

Differentiating
function
relation
object
image
range
domain
codomain
map
ordered pair
arrow diagram
2. Understand
the concept of
functions.
2.1 Recognize functions as a special
relation.

Represent functions using arrow
diagrams, ordered pairs or graphs.

Respect
Reasoning

Collating &
Categorizing

Form 4
10
A1. LEARNING AREA: FUNCTIONS
NO. OF
WEEKS
LEARNING
OBJECTIVES
SUGGESTED
TEACHING AND
LEARNING ACTIVITIES
LEARNING OUTCOMES POINTS TO NOTE MORAL VALUES
/ GENERICS
CCTS VOCABULARY
Students will be
taught to:
Students will be able to:

Use graphing
calculators and
computer software to
explore the image of
functions.
2.2 Express functions using function
notation.

2.3 Determine domain, object, image and
range of a function.

2.4 Determine the image of a function given
the object and vice versa.
.
e.g. f : x 2x
f (x) = 2x
"f : x 2x" is read as "function f maps x
to 2x".
f (x) = 2x is read as 2x is the image of
x under the function f .
Include examples of functions that are
not mathematically based.
Examples of functions include algebraic
(linear and quadratic), trigonometric and
absolute value.
Define and sketch absolute value
functions.

Orderly

Constructivism

Self-Reliance
Mastery Learning

Courage

Rationality

Conceptualise

Identifying
Characteristics

Conceptualise

notation

Form 4
11
A1. LEARNING AREA: FUNCTIONS
NO. OF
WEEKS
LEARNING
OBJECTIVES
SUGGESTED
TEACHING AND
LEARNING ACTIVITIES
LEARNING OUTCOMES POINTS TO NOTE MORAL VALUES
/ GENERICS
CCTS VOCABULARY
Students will be
taught to:
Students will be able to:

3. Understand
the concept of
composite
functions.

Use arrow diagrams or
algebraic method to
determine composite
functions.

3.1 Determine composition of two functions.

3.2 Determine the image of composite
functions given the object and vice
versa.

3.3 Determine one of the functions in a
given composite function given the other
related function.
Involve algebraic functions only.

Images of composite functions include a
range of values. (Limit to linear
composite functions).

Diligence

Constructivism
Mastery Learning

Diligence
Self-Reliance
conceptualize
relational

Making
Analogies

composite function
inverse
mapping

4. Understand
the concept of
inverse
functions.

4.1 Find the object by inverse mapping given
its image and function.
Limit to algebraic functions.
Exclude inverse of composite functions.
Diligence
Accuracy

Constructivism
Mastery Learning
conceptualize
relational

Form 4
12
A1. LEARNING AREA: FUNCTIONS
NO. OF
WEEKS
LEARNING
OBJECTIVES
SUGGESTED
TEACHING AND
LEARNING ACTIVITIES
LEARNING OUTCOMES POINTS TO NOTE MORAL VALUES
/ GENERICS
CCTS VOCABULARY
Students will be
taught to:
Students will be able to:
Use sketches of graphs
to show the relationship
between a function and
its inverse.
4.2 Determine inverse functions using
algebra.

4.3 Determine and state the condition for
existence of an inverse function.

Emphasise that inverse of a function is
not necessarily a function.
Diligence

Mastery learning,
Self-access
learning
Decision-making

Illustration
composite function
inverse
mapping

Form 4
13
A2. LEARNING AREA: QUADRATIC EQUATIONS
NO. OF
WEEKS
LEARNING
OBJECTIVES
SUGGESTED
TEACHING AND
LEARNING ACTIVITIES
LEARNING OUTCOMES POINTS TO NOTE MORAL VALUES
/ GENERICS
CCTS VOCABULARY
Students will be
taught to:
Students will be able to:

1. Understand
the concept
of quadratic
equation and
its roots.

Use graphing
calculators or computer
software such as the
Geometers Sketchpad
and spreadsheet to
explore the concept of
quadratic equations.

1.1 Recognize a quadratic equation and
express it in general form.

1.2 Determine whether a given value is the
root of a quadratic equation by
a) substitution;
b) inspection.

1.3 Determine roots of quadratic equations
by trial and improvement method.

.

Questions for 1.2(b) are given in the
form of (x + a)(x + b) = 0; a and b are
numerical values.

Rationality

Mastery Learning

Self confident

Exploratory

Rational
Patience

Constructivism
Pattern
Identification

Criticize

Decision Making

Logical

Reasoning
quadratic equation
general form
root
substitution
inspection
trial and
improvement
method

2. Understand
the concept of
quadratic
equations.

2.1 Determine the roots of a quadratic
equation by
a) factorization;
b) completing the square
c) using the formula.

Discuss when
(x p)(x q) = 0, hence x p = 0 or
x q = 0. Include case when p = q.
Derivation of formula for 2.1c is not
required.

Consideration
Responsible
Open & logical
mind
Self-confidence

Appreciation to
ICT

Logical
Reasoning

factorization
completing the
square

Form 4
14
A2. LEARNING AREA: QUADRATIC EQUATIONS
NO. OF
WEEKS
LEARNING
OBJECTIVES
SUGGESTED
TEACHING AND
LEARNING
ACTIVITIES
LEARNING OUTCOMES POINTS TO NOTE MORAL VALUES
/ GENERICS
CCTS VOCABULARY
Students will be
taught to:
Students will be able to:

2.2 Form a quadratic equation from given
roots.

If x = p and x = q are the roots, then the
quadratic equation is (x p)(x q) = 0,
that is x
2
(p + q)x + pq = 0.
Involve the use of: o + | =
a
b
and
o| =
a
c
, where o and | are roots of the
quadratic equation ax
2
+ bx + c = 0

Consideration
Responsible
Reasoning
Self-confidence

Cooperative
learning

Mastery learning

Exploratory

Logical
Reasoning

Comparison
factorization
completing the
square

3. Understand and
use the conditions for
quadratic equations to
have
a) two different
roots;
b) two equal
roots;
c) no roots.

3.1 Determine types of roots of quadratic
equations from the value of b
2
4ac

3.2 Solve problems involving
b
2
4ac in quadratic equations to:
a) find an unknown value;
b) derive a relation.

b
2
4ac > 0
b
2
4ac = 0
b
2
4ac < 0
Explain that "no roots" means "no real
roots".

Rational
Hardworking
Accuracy
Confidence

Mastery learning

Compare and
Contrast

Problem solving

discriminant
real roots
Form 4
15

A3. LEARNING AREA: QUADRATIC FUNCTIONS
NO. OF
WEEKS
LEARNING
OBJECTIVES
SUGGESTED
TEACHING AND
LEARNING ACTIVITIES
LEARNING OUTCOMES POINTS TO NOTE MORAL VALUES
/ GENERICS
CCTS VOCABULARY
Students will be
taught to:
Students will be able to:

1. Understand
the concept of
quadratic
functions and
their graphs.

Use graphing
calculators or computer
software such as
Geometers Sketchpad
to explore the graphs of
quadratic functions.

Use examples of
everyday situations to
introduce graphs of
quadratic functions.

1.1 Recognize quadratic functions.

1.2 Plot quadratic function graphs
a) based on given tabulated values;
b) by tabulating values based on
given functions.

1.3 Recognize shapes of graphs of
quadratic functions.

1.4 Relate the position of quadratic function
graphs with types of roots for f (x)

= 0.

Discuss cases where
a > 0 and a < 0 for
f(x) = a x
2
+ bx + c = 0

Cooperation

Constructivism
Contextual
Drawing
Tabulating

Generating
Ideas

Identifying
characteristics
quadratic function
tabulated values
axis of symmetry
parabola
maximum point
minimum point
completing the square
axis of symmetry

2. Find the
maximum and
minimum values
of quadratic
functions.

Use graphing calculators
or dynamic geometry
software such as the
Geometers Sketchpad
to explore the graphs of
quadratic functions.
2.1 Determine the maximum or minimum
value of a quadratic function by
completing the square.

Diligence
Rationality

Reasoning

Relating to
something

Form 4
16
A3. LEARNING AREA: QUADRATIC FUNCTIONS
NO. OF
WEEKS
LEARNING
OBJECTIVES
SUGGESTED
TEACHING AND
LEARNING ACTIVITIES
LEARNING OUTCOMES POINTS TO NOTE MORAL VALUES
/ GENERICS
CCTS VOCABULARY
Students will be
taught to:
Students will be able to:

3. Sketch graphs
of quadratic
functions.

Use graphing calculators
or dynamic geometry
software such as the
Geometers Sketchpad
to reinforce the
understanding of graphs
of quadratic functions.
3.1 Sketch quadratic function graphs by
determining the maximum or minimum
point and two other points.

Emphasize the marking of maximum or
minimum point and two other points on
the graphs drawn or by finding the axis
of symmetry and the intersection with
the y-axis.
Determine other points by finding the
intersection with the x-axis (if it exists).

Diligence

Constructivism
Making
connections

Relating to
something
Sketch
Intersection
Vertical line
Quadratic inequality
Range
Number line

4. Understand
and use the
concept of
quadratic
inequalities.

Use graphing calculators
or dynamic geometry
software such as the
Geometers Sketchpad
to explore the concept of
quadratic inequalities.

4.1 Determine the ranges of values of x that
satisfies quadratic inequalities.

Emphasize on sketching graphs and use
of number lines when necessary.

Rationality

The use of
technology

Making
inferences

Form 4
17
A4. LEARNING AREA: SIMULTANEOUS EQUATIONS
NO. OF
WEEKS
LEARNING
OBJECTIVES
SUGGESTED
TEACHING AND
LEARNING ACTIVITIES
LEARNING OUTCOMES POINTS TO NOTE MORAL VALUES
/ GENERICS
CCTS VOCABULARY
Students will be
taught to:
Students will be able to:

1. Solve
simultaneous
equations in two
unknowns: one
linear equation
and one non-
linear equation.

Use graphing calculators
or dynamic geometry
software such as the
Geometers Sketchpad
to explore the concept of
simultaneous equations.

Use examples in real-life
situations such as area,
perimeter and others.

1.1 Solve simultaneous equations using the
substitution method.

1.2 Solve simultaneous equations involving
real-life situations.

Limit non-linear equations up to second
degree only.

Cooperation
Courage
Careful

Problem solving
Making inference
Making analogy

Creating

Creating Mental
Pictures

Relating to
Something

Making
Analogies

Drawing
Conclusions

simultaneous
equations
intersection
substitution method

Form 4
18
A5. LEARNING AREA: INDICES AND LOGARITHMS
NO. OF
WEEKS
LEARNING
OBJECTIVES
SUGGESTED
TEACHING AND
LEARNING ACTIVITIES
LEARNING OUTCOMES POINTS TO NOTE MORAL VALUES
/ GENERICS
CCTS VOCABULARY
Students will be
taught to:
Students will be able to:

1. Understand
and use the
concept of
indices and laws
of indices to
solve problems.

Use examples of real-
life situations to
introduce the concept
of indices.

Use computer software
such as the
spreadsheet to
enhance the
understanding of
indices.

1.1 Find the value of numbers given in the
form of:
a) integer indices.
b) fractional indices.

1.2 Use laws of indices to find the value of
numbers in index form that are
multiplied, divided or raised to a power.

1.3 Use laws of indices to simplify algebraic
expressions.

Discuss zero index and negative indices.

Awareness
Hardworking
Self reliance

Respect

Contextual
learning

Generating ideas

Relating to
something

Identifying
characteristics

base
integer indices
fractional indices
index form
raised to a power
law of indices

2. Understand
and use the
concept of
logarithms and
laws of
logarithms to
solve problem
Use scientific
calculators to enhance
the understanding of
the concept of
logarithm.

2.1 Express equation in index form to
logarithm form and vice versa.

Explain definition of logarithm.
N = a
x
; log
a
N = x with a > 0, a 1.
Emphasize that:
log
a
1 = 0; log
a
a = 1.

Self reliance

Contextual
learning

Predicting

Making
hypotheses
index form
logarithm form
logarithm
undefined
Form 4
19
A5. LEARNING AREA: INDICES AND LOGARITHMS
NO. OF
WEEKS
LEARNING
OBJECTIVES
SUGGESTED
TEACHING AND
LEARNING ACTIVITIES
LEARNING OUTCOMES POINTS TO NOTE MORAL VALUES
/ GENERICS
CCTS VOCABULARY
Students will be
taught to:
Students will be able to:

2.2 Find logarithm of a number.

Emphasize that:
a) logarithm of negative numbers is
undefined;
b) logarithm of zero is undefined.
Discuss cases where the given number
is in
a) index form
b) numerical form.
Respect
Identify the
relation

Multiple
intelligence

Pattern
identification

index form
logarithm form
logarithm
undefined
2.3 Find logarithm of numbers by using laws
of logarithms.

2.4 Simplify logarithmic expressions to the
simplest form.

Discuss laws of logarithms

3. Understand
and use the
change of base
of logarithms to
solve problems.
3.1 Find the logarithm of a number by
changing the base of the logarithm to a
suitable base.

3.2 Solve problems involving the change of
base and laws of logarithms.

Discuss:
loga

b =
a
b
log
1

Respect
Identify the
relation

Cooperative
learning
Relating to
something

Problem solving

Form 4
20
A5. LEARNING AREA: INDICES AND LOGARITHMS
NO. OF
WEEKS
LEARNING
OBJECTIVES
SUGGESTED
TEACHING AND
LEARNING ACTIVITIES
LEARNING OUTCOMES POINTS TO NOTE MORAL VALUES
/ GENERICS
CCTS VOCABULARY
Students will be
taught to:
Students will be able to:
4. Solve
equations
involving indices
and logarithms.

4.1 Solve equations involving indices.

4.2 Solve equations involving logarithms.

Equations that involve indices and
logarithms are limited to equations with
single solution only.
Solve equations involving indices by:
a) comparison of indices and bases;
b) using logarithms.

Diligence

Problem solving
Mastery learning

Problem solving

Form 4
21
G1. LEARNING AREA: COORDINATE GEOMETRY
NO. OF
WEEKS
LEARNING
OBJECTIVES
SUGGESTED
TEACHING AND
LEARNING ACTIVITIES
LEARNING OUTCOMES POINTS TO NOTE MORAL VALUES
/ GENERICS
CCTS VOCABULARY
Students will be
taught to:
Students will be able to:

1. Find distance
between two
points.

Use examples of real-
life situations to find the
distance between two
points.

1.1 Find the distance between two points
using formula.
Use the Pythagoras Theorem to find the
formula for distance between two points.

Systematic
Accuracy
Translation

Mastery learning

Create Mental
Pictures
distance
midpoint
coordinate
ratio

2. Understand
the concept
of division of
a line
segment.

2.1 Find the midpoint of two given points.

2.2 Find the coordinates of a point that
divides a line according to a given ratio
m : n.
Limit to cases where m and n are
positive.
Derivation of the
formula |
.
|

\
|
+
+
+
+
n m
my ny
n m
mx nx
2 1 2 1
, is
not required.

Determine relation
Rational
Comparing
Differentiating

Mastery learning

Identifying
Characteristics

Relating to
Something

Form 4
22
G1. LEARNING AREA: COORDINATE GEOMETRY
NO. OF
WEEKS
LEARNING
OBJECTIVES
SUGGESTED TEACHING
AND LEARNING
ACTIVITIES
LEARNING OUTCOMES POINTS TO NOTE MORAL VALUES
/ GENERICS
CCTS VOCABULARY
Students will be
taught to:
Students will be able to:

3. Find areas of
polygons.

Use dynamic geometry
software such as the
Geometers Sketchpad to
explore the concept of
area of polygons.

Use

for substitution of
coordinates into the
formula.

3.1 Find the area of a triangle based on
the area of specific geometrical
shapes.

3.2 Find the area of a triangle by using
formula.

3.3 Find the area of a quadrilateral using
formula.

Limit to numerical values.
Emphasize the relationship between the
sign of the value for area obtained with
the order of the vertices used.
Derivation of the formula:
2
1
(x1y2 + x2y3 + x3y1 x2y1 x3y2 x1y3)
is not required.
Emphasize that when the area of
polygon is zero, the given points are
collinear.

Rational
Building diagram
Classification

Determine the
patterns

Mastery learning

Collating and
Categorizing

Sequencing

Making
Analogies

area
polygon
geometrical shape
quadrilateral
vertex
vertices
clockwise
anticlockwise
modulus
collinear

1 3 2 1
1 3 2 1
2
1
y y y y
x x x x

Form 4
23
G1. LEARNING AREA: COORDINATE GEOMETRY
NO. OF
WEEKS
LEARNING
OBJECTIVES
SUGGESTED TEACHING
AND LEARNING
ACTIVITIES
LEARNING OUTCOMES POINTS TO NOTE MORAL VALUES
/ GENERICS
CCTS VOCABULARY
Students will be
taught to:
Students will be able to:

4. Understand
and use the
concept of
equation of a
straight line.
Use dynamic geometry
software such as the
Geometers Sketchpad to
explore the concept of
equation of a straight line.

4.5 Determine the x-intercept and the y-
intercept of a line.

4.2 Find the gradient of a straight line that
passes through two points.

4.3 Find the gradient of a straight line
using the x-intercept and y-intercept.

Cooperation
Interpretation

Mastery learning

Accuracy
Summarize

Mastery learning

Identifying
Characteristics

Identifying
Characteristics

Relating to
Something

x-intercept
y-intercept
gradient

4.4 Find the equation of a straight line
given:
a) gradient and one point;
b) two points;
c) x-intercept and y-intercept.

Answers for learning outcomes 4.4(a)
and 4.4(b) must be stated in the simplest
form.
Involve changing the equation into
gradient and intercept form.

Making
Inferences
straight line
general form
intersection
gradient form
intercept form

Form 4
24

G1. LEARNING AREA: COORDINATE GEOMETRY
NO. OF
WEEKS
LEARNING
OBJECTIVES
SUGGESTED TEACHING
AND LEARNING
ACTIVITIES
LEARNING OUTCOMES POINTS TO NOTE MORAL VALUES
/ GENERICS
CCTS VOCABULARY
Students will be
taught to:
Students will be able to:

5.1 Find the gradient and the intercepts of a
straight line given the equation.
4.6 Change the equation of a straight line
to the general form.

5.2 Find the point of intersection of two
lines.

Cooperation
Tolerance
Accuracy
Categorize

Constructivism

Differentiating

Relating to
Something

Analyzing

5. Understand
and use the
concept of
parallel and
perpendicular -
lines.
Use examples of real-life
situations to explore
parallel and perpendicular
lines.

5.3 Determine whether two straight lines
are parallel when the gradients of both
lines are known and vice versa.

5.2 Find the equation of a straight line
that passes through a fixed point and
parallel to a given line.

Emphasize that for parallel lines:
m
1
= m
2
.

Emphasizes that for perpendicular lines
m
1
m
2
= 1.
Derivation of m
1
m
2
= 1 is not
required.

Connection
Rational
Comparison

Evaluating

Relating to
Something

parallel
perpendicular

Form 4
25

G1. LEARNING AREA: COORDINATE GEOMETRY
NO. OF
WEEKS
LEARNING
OBJECTIVES
SUGGESTED TEACHING
AND LEARNING
ACTIVITIES
LEARNING OUTCOMES POINTS TO NOTE MORAL VALUES
/ GENERICS
CCTS VOCABULARY
Students will be
taught to:
Students will be able to:

Use graphic calculator and
dynamic geometry
software such as
Geometers Sketchpad
to explore the concept of
parallel and perpendicu-
lar lines.
5.3 Determine whether two straight lines
are perpendicular when the gradients
of both lines are known and vice versa
5.4 Determine the equation of a straight
line that passes through a fixed point
and perpendicular to a given line.

5.4 Solve problems involving equations of
straight lines.

Cooperation
Tolerance
Accuracy
Categorize

Constructivism

Relating to
Something

Evaluating

Solve Problems
Make Decisions

equation of locus
moving point
loci

6. Understand
and use the
concept of
equation of locus
involving
distance
between two
points
Use examples of real-life
situations to explore
equation of locus
involving distance
between two points.

6.1 Find the equation of locus that
satisfies the condition if:
a) the distance of a moving point
from a fixed point is constant;
b) the ratio of the distances of a
moving point from two fixed
points is constant.
6.2 Solve problems involving loci.

Hardworking
Comparison

Cooperative

Analysing
Evaluating

Solve problems

Form 4
26
S1. LEARNING AREA: STATISTICS
NO. OF
WEEKS
LEARNING
OBJECTIVES
SUGGESTED TEACHING
AND LEARNING
ACTIVITIES
LEARNING OUTCOMES POINTS TO NOTE MORAL VALUES
/ GENERICS
CCTS VOCABULARY
Students will be
taught to:
Students will be able to:
Understand and
use the concept
of measures of
central tendency
to solve
problems.

Use scientific calculators,
graphing calculators and
spreadsheets to explore
measures of central
tendency.

Students collect data from
real-life situations to
investigate measures of
central tendency.

1.1 Calculate the mean of ungrouped data.
1.2 Determine the mode of ungrouped data.
1.3 Determine the median of ungrouped data.
1.4 Determine the modal class of grouped data
from frequency distribution tables.
1.5 Find the mode from histograms.
1.6 Calculate the mean of grouped data.
1.7 Calculate the median of grouped data from
cumulative frequency distribution tables.
1.8 Estimate the median of grouped data from
an ogive.
1.9 Determine the effects on mode, median
and mean for a set of data when:
a) each data is changed uniformly;
b) extreme values exist;
c) certain data is added or removed.
1.10 Determine the most suitable measure of
central tendency for given data.

Discuss grouped data and
ungrouped data.

Involve uniform class intervals only.

Derivation of the median formula is
not required.

Ogive is also known as cumulative
frequency curve.

Involve grouped and ungrouped
data
Cooperation
Neat
In order
Rule & Regulation

Moderate
Rule & Regulation
Precise
Rational
Contextual

Courteous conduct
and speed

Open and logical
mind
Contextual

Gather &
Classify

Interpret

Interpret

Interpret

To infer

Make
generalization
measure of central
tendency
mean
mode
median
ungrouped data
frequency
distribution table
modal class
uniform class
interval
histogram

Form 4
27
S1. LEARNING AREA: STATISTICS
NO. OF
WEEKS
LEARNING
OBJECTIVES
SUGGESTED TEACHING
AND LEARNING
ACTIVITIES
LEARNING OUTCOMES POINTS TO NOTE MORAL VALUES
/ GENERICS
CCTS VOCABULARY
Students will be
taught to:
Students will be able to:
2. Understand
and use the
concept of
measures of
dispersion to
solve
problems.

2.1 Find the range of ungrouped data.

2.2 Find the interquartile range of ungrouped
data.

2.3 Find the range of grouped data.

2.4 Find the interquartile range of grouped data
from the cumulative frequency table.

2.5 Determine the interquartile range of
grouped data from an ogive.

2.6 Determine the variance of
a) ungrouped data;
b) grouped data.

2.7 Determine the standard deviation of:
a) ungrouped data
b) grouped data.

Determine upper and lower
quartiles by using the first
principle.

.
Independent

Confident

Neat

Constructivism

Courage
Contextual

To compare &
differentiate

Evaluate , to
compare &
differentiate
standard deviation
class interval
upper quartile
lower quartile

variance

Form 4
28
S1. LEARNING AREA: STATISTICS
NO. OF
WEEKS
LEARNING
OBJECTIVES
SUGGESTED TEACHING
AND LEARNING
ACTIVITIES
LEARNING OUTCOMES POINTS TO NOTE MORAL VALUES
/ GENERICS
CCTS VOCABULARY
Students will be
taught to:
Students will be able to:

2.8 Determine the effects on range,
interquartile range, variance and standard
deviation for a set of data when:
a) each data is changed uniformly;
b) extreme values exist;
c) certain data is added or removed.

2.9 Compare measures of central tendency
and dispersion between two sets of data.

Emphasize that comparison
between two sets of data using only
measures of central tendency is not
sufficient.

Rules & regulation

Rational

Mastery learning

Make analogy

To identify

Make
generalization

Form 4
29
T1. LEARNING AREA: CIRCULAR MEASURES
NO. OF
WEEKS
LEARNING
OBJECTIVES
SUGGESTED TEACHING
AND LEARNING
ACTIVITIES
LEARNING OUTCOMES POINTS TO NOTE MORAL VALUES
/ GENERICS
CCTS VOCABULARY
Students will be
taught to:
Students will be able to:

1. Understand
the concept of
radian.

Use dynamic geometry
software such as the
Geometers Sketchpad to
explore the concept of
circular measure.

1.1 Convert measurements in radians to
degrees and vice versa.

Discuss the definition of one radian.
rad is the abbreviation of radian.

Include measurements in radians
expressed in terms of t.

Cooperation
Accuracy

Drawing
Diagram
Interpretation
Contextual

radian
degree

2. Understand
and use the
concept of length
of arc of a circle
to solve
problems.
Use examples of real-life
situations to explore
circular measure.
2.1 Determine:
a) length of arc;
b) radius; and
c) angle subtended at the centre of a
circle
based on given information.

2.2 Find perimeter of segments of circles.

2.3 Solve problems involving lengths of arcs.

Courage
Diligence

Rational
Honesty
Independence
Self confident
Reasoning
Self Access
Mastery
Learning

Visualize

Generate ideas
Constructivism

length of arc
angle subtended

circle
perimeter
segment

Form 4
30

T1. LEARNING AREA: CIRCULAR MEASURES
NO. OF
WEEKS
LEARNING
OBJECTIVES
SUGGESTED TEACHING
AND LEARNING
ACTIVITIES
LEARNING OUTCOMES POINTS TO NOTE MORAL VALUES
/ GENERICS
CCTS VOCABULARY
Students will be
taught to:
Students will be able to:

3. Understand
and use the
concept of area
of sector of a
circle to solve
problems.

3.1 Determine the:
a) area of sector;
b) radius; and
c) angle subtended at the centre of a
circle
based on given information.

3.2 Find the area of segments of circles.

3.3 Solve problems involving areas of sectors.

Diligence

Courage
Rational

Open logical mind
Comparison
Formulate
Master
Learning

Reasoning
Analyst

Generate idea
Drawing
diagram

area
sector

Form 4
31
C1. LEARNING AREA: DIFFERENTIATION
NO. OF
WEEKS
LEARNING
OBJECTIVES
SUGGESTED TEACHING
AND LEARNING
ACTIVITIES
LEARNING OUTCOMES POINTS TO NOTE MORAL VALUES
/ GENERICS
CCTS VOCABULARY
Students will be
taught to:
Students will be able to:

1 week
1. Understand
and use the
concept of
gradients of
curve and
differentiation.

Use graphing calculators
or dynamic geometry
software such as
Geometers Sketchpad to
explore the concept of
differentiation.

1.1 Determine the value of a function when its
variable approaches a certain value.

1.2 Find the gradient of a chord joining two
points on a curve.

1.3 Find the first derivative of a function y =
f(x), as the gradient of tangent to its graph.

1.4 Find the first derivative of polynomials
using the first principles.

1.5 Deduce the formula for first derivative of
the function y = f(x) by induction.

Idea of limit to a function can be
illustrated using graphs.
The concept of first derivative of a
function is explained as a tangent
to a curve can be illustrated using
graphs.

Limit to
y = ax
n
;
a, n are constants, n = 1, 2, 3.

Notation of f '(x) is equivalent to
dx
dy
when y = f(x),
f (x) read as f prime x.
Confidence
Accuracy
Patience
Rational

Constructivism

Conscientious

Confidence

Cooperative
Evaluating
Generate ideas

Finding relation

Interpreting

Making
conclusion
limit
tangent
first derivative
gradient
induction
curve
fixed point

Form 4
32
C1. LEARNING AREA: DIFFERENTIATION
NO. OF
WEEKS
LEARNING
OBJECTIVES
SUGGESTED TEACHING
AND LEARNING
ACTIVITIES
LEARNING OUTCOMES POINTS TO NOTE MORAL VALUES
/ GENERICS
CCTS VOCABULARY
Students will be
taught to:
Students will be able to:

1 week
2. Understand
and use the
concept of first
derivative of
polynomial
functions to
solve problems.

2.1 Determine the first derivative of the
function y = ax
n

using formula.

2.2 Determine value of the first derivative of
the function y = ax
n

for a given value of
x.

2.3 Determine first derivative of a function
involving:
a) addition, or
b) subtraction
of algebraic terms.

2.4 Determine the first derivative of a product
of two polynomials.

2.5 Determine the first derivative of a quotient
of two polynomials.

2.6 Determine the first derivative of composite
function using chain rule.

Effort

Rational

Careful

Confidence

Conscientious

Mastery learning
Generate ideas

Evaluating

Applications

Identify relation

Identify relation

Problem
solving

Form 4
33

C1. LEARNING AREA: DIFFERENTIATION
NO. OF
WEEKS
LEARNING
OBJECTIVES
SUGGESTED TEACHING
AND LEARNING
ACTIVITIES
LEARNING OUTCOMES POINTS TO NOTE MORAL VALUES
/ GENERICS
CCTS VOCABULARY
Students will be
taught to:
Students will be able to:

2.7 Determine the gradient of tangent at a
point on a curve.

2.8 Determine the equation of tangent at a
point on a curve.

2.9 Determine the equation of normal at a
point on a curve.

Limit cases in learning outcomes
2.7 - 2.9 to rules introduced in 2.4
- 2.6.

Contextual
Evaluating

Application

Problem
solving
product
quotient
composite function
chain rule
normal

1 week
3. Understand
and use the
concept of
maximum and
minimum values
to solve
problems.
Use graphing calculators
or dynamic geometry
software to explore the
concept of maximum and
minimum values

3.1 Determine coordinates of turning points of
a curve.

3.2 Determine whether a turning point is a
maximum or a minimum point.

3.3 Solve problems involving maximum or
minimum values.

Emphasize the use of first
derivative to determine the turning
points.

Exclude points of inflexion.

Limit problems to two variables only.

Reasoning

Prudence

Determination
Cooperative

Making inference

Evaluating

Solving problems
turning point
minimum point
maximum point

Form 4
34
C1. LEARNING AREA: DIFFERENTIATION
NO. OF
WEEKS
LEARNING
OBJECTIVES
SUGGESTED TEACHING
AND LEARNING
ACTIVITIES
LEARNING OUTCOMES POINTS TO NOTE MORAL VALUES
/ GENERICS
CCTS VOCABULARY
Students will be
taught to:
Students will be able to:
4. Understand
and use the
concept of rates
of change to
solve problems.
Use graphing calculators
with computer base ranger
to explore the concept of
rates of change.
4.1 Determine rates of change for related
quantities.

Limit problems to 3 variables only.

Cooperation
Diligence

Mastery Learning
Generate ideas
Finding
relations

rates of change

1 week
5. Understand
and use the
concept of small
changes and
approximations
to solve
problems.

5.1 Determine small changes in quantities.

5.2 Determine approximate values using
differentiation.

Exclude cases involving
percentage change.

Confidence

Self access
Learning
Analysing data

Making
inference
approximation

6. Understand
and use the
concept of
second
derivative to
solve problems.

6.1 Determine the second derivative of
function y = f (x).

6.2 Determine whether a turning point is
maximum or minimum point of a curve
using the second derivative.
Introduce
2
2
dx
y d
as |
.
|

\
|
dx
dy
dx
d

or
f (x) = ( ) ( ) x f
dx
d
' .

Rational
Self access
learning

Cooperation
Self access
learning
Finding relations

Making inference

Problem solving

second derivative

Form 4
35
AST1. LEARNING AREA: SOLUTION OF TRIANGLES
NO. OF
WEEKS
LEARNING
OBJECTIVES
SUGGESTED TEACHING
AND LEARNING
ACTIVITIES
LEARNING OUTCOMES POINTS TO NOTE MORAL VALUES
/ GENERICS
CCTS VOCABULARY
Students will be
taught to:
Students will be able to:

1. Understand
and use the
concept of sine
rule to solve
problems.

Use dynamic geometry
software such as the
Geometers Sketchpad to
explore the sine rule.

Use examples of real-life
situations to explore the
sine rule.

1.1 Verify sine rule.

1.2 Use sine rule to find unknown sides or
angles of a triangle.

1.3 Find the unknown sides and angles of a
triangle involving ambiguous case.

1.4 Solve problems involving the sine rule.

Include obtuse-angled triangles.

Rational
Constructivism
The use of
Technology
Analyze
Contextual
Exploratory

Accuracy

Mastery Learning
Using arithmetic,
algebra, formula

Drawing
diagrams

Problem solving
sine rule
acute-angled
triangle
obtuse-angled
triangle
ambiguous

2. Understand
and use the
concept of
cosine rule to
solve problems.
Use dynamic geometry
software such as the
Geometers Sketchpad to
explore the cosine rule.

2.1 Verify cosine rule.

2.2 Use cosine rule to find unknown sides or
angles of a triangle.

Include obtuse-angled triangles
Rational
Analyze
Cooperation
Contextual
Identifying
patterns

Drawing
diagrams
cosine rule

Form 4
36
AST1. LEARNING AREA: SOLUTION OF TRIANGLES
NO. OF
WEEKS
LEARNING
OBJECTIVES
SUGGESTED TEACHING
AND LEARNING
ACTIVITIES
LEARNING OUTCOMES POINTS TO NOTE MORAL VALUES
/ GENERICS
CCTS VOCABULARY
Students will be
taught to:
Students will be able to:
Use examples of real-life
situations to explore the
cosine rule.

2.3 Solve problems involving cosine rule.

2.4 Solve problems involving sine and cosine
rules.

Self-Reliance
Diligence
Identifying patterns
Problems solving
Self-Access
Learning

3. Understand
and use the
formula for areas
of triangles to
solve problems.

Use dynamic geometry
software such as the
Geometers Sketchpad to
explore the concept of
areas of triangles.

Use examples of real-life
situations to explore area
of triangles.

3.1 Find the area of triangles using the formula
2
1
ab sin C or its equivalent.

3.2 Solve problems involving three-
dimensional objects.

Cooperation
Identify shapes

Mastery learning
Future Learning
Using arithmetic,
algebra, formula

Problem solving

three- dimensional
object

Form 4
37
ASS1. LEARNING AREA: INDEX NUMBER
NO. OF
WEEKS
LEARNING
OBJECTIVES
SUGGESTED TEACHING
AND LEARNING
ACTIVITIES
LEARNING OUTCOMES POINTS TO NOTE MORAL VALUES
/ GENERICS
CCTS VOCABULARY
Students will be
taught to:
Students will be able to:

1. Understand
and use the
concept of index
number to solve
problems.

Use examples of real-life
situations to explore index
numbers.

1.1 Calculate index number.

1.2 Calculate price index.

1.3 Find Q
0
or Q
1
given relevant information.

Explain index number.

Q
0
= Quantity at base time.

Q
1
= Quantity at
specific time.
Accuracy
Cooperation

Cooperative

Predicting
Making
inferences
Related to
something
Making
hypotheses

index number
price index
quantity at base
time
quantity at specific
time

2. Understand
and use the
concept of
composite index
to solve
problems
Use examples of real-life
situations to explore
composite index.

2.1 Calculate composite index.

2.2 Find index number or weightage given
relevant information.

2.3 Solve problems involving index number
and composite index.

Explain weightage and composite
index.

Independence
Kindness

Synthesizing
Analysing
Solve problems
composite index
weightage

Form 4
38
PROJECT WORK
LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING
ACTIVITIES
LEARNING OUTCOMES POINTS TO NOTE VOCABULARY
Students will be guided to: Students will be able to:

1. Carry out project work.

- Use scientific calculators, graphing
calculators or computer software to carry out
project work.

- Students are allowed to carry out project
work in groups but written reports must be
done individually.

- Students should be given opportunity to give
oral presentation of their project work.

1.1 Define the problem/situation to be
studied.

1.2 State relevant conjectures.

1.3 Use problem solving strategies to solve
problems.

1.4 Interpret and discuss results.

1.5 Draw conclusions and/or generalizations
based on critical evaluation of results.

1.6 Present systematic and comprehensive
written reports.

Emphasize the use of Polyas
four-step problem solving
process.

Use at least two problem
solving strategies.

Emphasize effective
mathematical communication.

conjecture
systematic
critical evaluation
mathematical
reasoning
justification
conclusion
generalization
mathematical
communication
rubric

Form 4
39
CONTRIBUTORS

Advisor Dr. Sharifah Maimunah Syed Zin Director
Curriculum Development Centre

Dr. Rohani Abdul Hamid Deputy Director
Curriculum Development Centre

Editorial Cheah Eng Joo Acting Principal Assistant Director
Advisors (Science and Mathematics Department)
Curriculum Development Centre

Abdul Wahab Ibrahim Assistant Director
(Head of Mathematics Unit)
Curriculum Development Centre

S. Sivagnanachelvi Assistant Director
(Head of English Language Unit)
Curriculum Development Centre

Editor Rosita Mat Zain Assistant Director
Curriculum Development Centre
Form 4
40
WRITERS

Abdul Wahab Ibrahim
Curriculum Development Centre
Rusnani Mohd Sirin
Curriculum Development Centre
Rosita Mat Zain
Curriculum Development Centre
Susilawati Ehsan
Curriculum Development Centre
Wong Sui Yong
Curriculum Development Centre
Dr. Pumadevi a/p Sivasubramaniam
Maktab Perguruan Raja Melewar
Seremban, Negeri Sembilan

Lau Choi Fong
SMK Hulu Kelang
Hulu Kelang, Selangor
Mak Sai Mooi
SMK Jenjarom
Klang, Selangor
Bibi Kismete Kabul Khan
SMK Dr. Megat Khas
Ipoh, Perak

LAYOUT AND ILLUSTRATION

Rosita Mat Zain
Curriculum Development Centre
Mohd Razif Hashim
Curriculum Development Centre